Wednesday, October 16, 2013

Spanish Poetry Day

Here is an outline of my presentation for the Indiana Foreign Language Teacher's Conference this weekend

Poetry Recitation as a literary / social event

El día de poesía en español  ~ Spanish Poetry Day at Valparaiso University

--April 23:  El día del libro / San Jordi
·         Co-hosted by the Department of Foreign Languages & Literatures and the Christopher Center Library
·         Letras literary magazine launch event
·         Poetry reading of famous works spanning 500 years

                   How we chose poetry
       Solicited submissions of famous poets and poems, based on the yearly theme for Letras
       Aimed for a diverse mix of poets, regions, styles, forms
      Sought familiar poetry and less-known works

How we chose readers
       Shared applications in intermediate and advanced courses
       Invited student poets to consider reading
       Reviewed applications and invited students to a rehearsal





      Event Details and Program:   Decorations / Food / Drink
       Welcome / Introduction
       Reading of famous poets
       Presentation of Letras literary magazine
       Introduction of student poets

       Recitations


  Letras:   Spanish language literary magazine at Valparaiso University
·         Editor Carlos Miguel-Pueyo
·         Published annually

Wednesday, May 15, 2013

How Can I Practice Spanish in the Community in Northwest Indiana This Summer?

There are a many options for learning and practicing Spanish around NW Indiana. When you make the brave step to begin using Spanish with native speakers, you'll get lots of chances to use the language in the local community.  Speaking in a real life context is the fastest way to become fluent.  Grammar and vocabulary foundations that are built in a classroom can boost your confidence and help you become easier to converse with in Spanish.  Think of classes as a courtesy to your real teachers in the world around you:  your Latino friends and neighbors.  Your language skills will improve fast when you practice with speakers who are more fluent than you are, and others will really appreciate your help in communicating as you apply your growing grammar and vocabulary.  I encourage you to practice with recent immigrants and Spanish-speakers living in the area.

I teach full-time at Valparaiso University. Classes are excellent tools for learners of all levels, especially to study the formal grammatical structures, the syntax, vocabulary in context, an introduction into cultural topics, in-depth study of literature and history, and regular, scheduled practice and evaluation.  

Some employers pay for classes in Spanish, so ask if your HR department will fund this venture!  The investment in employees and in the community is worth the cost to many companies!  

I have a few ideas for you around the area.  These suggestions are geared for working adults.  I have other suggestions for children who wish to learn Spanish.  I will post those later.

Classes at Valparaiso University are offered four days per week. You would go through the admissions office for taking a continuing education course.  In addition to language courses, Valpo offers majors in Latin American and Latino Studies, in Spanish, in International Service, and in International Economics and Cultural Affairs.  www.valpo.edu offers information about these programs.  

In Gary, Indiana University Northwest classes meet 2 or 3 days per week. Lots of evening options are available. Summer classes begin in May or July. Call and talk to admissions or the registrar and let them know you want to take one class.

For a lower cost option, Ivy Tech classes are taught one day per week for a 4-hour class, at Valpo and Gary campuses. You can also take a class online, but for speaking practice I recommend you take a classroom class.  Eight week classes are given every semester, as well as the traditional 16 week classes. Many of these classes are online, which works for people who are not able to attend a weekly class session.  But live immersion and daily classes, with simultaneous conversation (not asynchronous instruction) and face-to-face classes are by far the most effective way to learn language.

The Valparaiso International Center is a nonprofit here in Valparaiso on Lincolnway. They may set up private tutoring or offer referrals for you: http://www.valpovic.org/contact-us
They have cultural nights for global topics, and sometimes offer things like a conversation group and salsa dance lessons in the evenings.

The communities I know best are Hobart and Valparaiso.  Please share more recommendations in the "comments" section.  A few good places to practice Spanish while eating out or shopping include: La Rancherita Bakery / El Ranchero Restaurant in New Chicago, off route 6 in Hobart by the Red Rooster.  La Carreta in Merrillville (by Kmart) has the best decor and dining atmosphere of any restaurant in the area and the food is wonderful.  Of course, don't miss out on El Salto in Valparaiso, Chesterton and Munster.  We love the horchata at El Amigo on Calumet by Ace Hardware in Valparaiso.  La Cabaña is newly remodeled and is across from the university in Valparaiso.  Don Quijote on Lincolnway in Valparaiso is authentic Spanish food (not Mexican)...think Mediterranean, Peninsular cuisine.  

Grocery stores are: La Mexicana grocery store / fruit market in Valparaiso at Roosevelt and Evans, behind Phil B's restaurant.  Also,Tarimoro Guanajuato is a store in Lake Station, on Central Ave., where you can buy produce at good prices. There is a small market called Merkev on Calumet Avenue on the way out of Valpo.  El Salto has a new grocery story on Lincolnway by Valparaiso University, next door to Domino's Pizza. These grocery stores are a good cultural experience.  

You may learn more from individuals than from a classroom.  Maybe you'll find a recent immigrant family willing to spend time tutoring you or doing conversation practice. You could probably post a sign in the local Hispanic grocery store to ask for people to contact you about teaching you. People love to share what they know. 

Attending worship services in Spanish is a good way to learn language in context and to meet friends.  St. Paul's Catholic Church in Valparaiso has services at 12 or 1 pm in Spanish. Gloria Dei Mission meets at Immanuel Lutheran Church in Valparaiso. Worship services are at 11 AM on Sundays in All Saints Chapel at Immanuel. 

You can practice Spanish online if you want to do some listening practice, once you acquire some grammar and vocabulary lessons. Two listening activity websites that I highly recommend are:
http://www.laits.utexas.edu/spe/   Here are some listening activities for various levels, with transcripts so you can see what they say.

http://www.notesinspanish.com/   This is a listening website with a couple from England and Spain. You can pick up some vocabulary and listening practice there. 

Tutors can be hired for a reasonable price for conversation classes, formal lessons over chat or Skype, and individual tutorials at http://www.edufire.com/ and http://www.italki.com/. Edufire tends to be classes and formal tutoring. Italki seems more like a dating website but there is certainly the option to be "taken" (whether or not one really is) and to be selective about the language exchange partners that one selects. I belong to these websites but have not found classes in the less-commonly-taught languages that I want to study (indigenous languages, and Catalan and Galician). These websites have been recommended to me by friends who use them and love them. 

If you are interested in an individual tutor for specialized vocabulary, prices range widely depending on the education and experience of the instructor, and the class size. There are some local tutors in Northwest Indiana. 

Best wishes. Please stay in touch with questions as you learn the language. Let me know if you have questions or if you find a great teacher, class, conversation group, cultural immersion experience, or website that I should know about. If you're motivated and willing to practice with native speakers in the community, you'll become fluent over time, you'll make friends, and you will be able to help and be helped by a lot of people.

Tuesday, April 9, 2013

La esclavitud y el tráfico de personas en el mundo actual / Global Human Trafficking and Slavery and the campaign to END IT!


Today, April 9th, is a day to END IT!  For practice with simultaneous translation, today I showed this brief video about slavery in the world today.  As the subtitles ran in English, I offered an interpretation in Spanish of the video's script.

I provided students with a few key terms that appear in the video, including:
  • la esclavitud
  • la mentira
  • las fábricas
  • la amenaza
  • el burdel
  • la justicia
  • la opresión
  • oprimido/a 
  • contra su voluntad
  • luchar
  • la voz
  • a indiferencia
  • la libertad
I showed students the X on my hand sketched with a red marker, and my Facebook profile picture of my family's hands.



In Spanish 203 and 204, students have been preparing debates this week using the subjunctive form.  I asked whether there is any debate to the subject of slavery.  Following this video and translation exercise, students began presenting opposing points of view over various topics of human security and human rights:  gun control, immigration, the DREAM act, gay marriage, abortion, lowering the drinking age, legalization of marijuana.  I allowed students to propose topics and to choose the side of each debate that they wish to argue.  They have been preparing during class and at home this week.

By doing debates in class, students are gaining confidence in embracing their own bilinguality.  They are taking their speaking abilities to the brink in answering impromptu questions from the audience about controversial topics---and as they stretch their linguistic capacity, their language skills grow before our very eyes.  It is an honor to see the students grow.

Here are some ideas for class discussion in a language classroom. After we watched the video, I offered some sentences using the subjunctive to talk about action steps we can take.  I had a list of infinitives on the board:  
  • informarse sobre el tema
  • compartir el video
  • divulgar la información
  • cambiar nuestros hábitos de consumo
  • participar en un boicot de las compañías que abusan de sus empleados
  •  influir en el Congreso con peticiones y cartas sobre esta situación
  • orar por los víctimas del tráfico de personas 
We formed sentences using the subjunctive and impersonal expressions that trigger its use, such as:
  • Es importante que
  • Es triste que
  • Es necesario que
  • Es preciso que
  • Es urgente que
  • No creo que
  • Espero que
I have learned the following statistics from reading many sites about slavery, exploitation and trafficking.  Did you know that 27 million people around the world live in slavery, working in brothels, or in hard labor, for someone else's benefit?  The global cost of a human being is $90. The average international cost of a sex act is $5. Five bucks. Life is cheap in a world where slavery is permitted. If we turn a blind eye to the plight of the enslaved, our complicity chips away at our own humanity and we become lower than beasts. April 9, this is a day to recognize the role of consumers (of chocolate, of coffee, of pornography, of exploitative sex, of cell phones---all our first world addictions) about the human cost and the price that someone else is paying. END IT is a campaign to educate and empower people for change. There is more slavery today than at any previous point in history. Trafficking and slavery exist INSIDE the United States, very likely around the corner from where you live. There is more criminal money changing hands for human trafficking than for the drug trade now. This is EVERYONE'S issue.

Since we are talking in class about food, we did a reading from the textbook (Identidades) that talks about the chocolate trade.  Some in the class knew about fair trade clothing, and we discussed the boycotts against Hershey's and Nestlé.  We mentioned the local fair trade store in our community, The Welcome Mat.  We discussed how sometimes something healthy and good, like quinoa, can lead to environmental devastation, as is the case in present-day Bolivia.

As students learn how consumer choices and personal decisions affect others, they become truly engaged global citizens.  They take their language from an artificial, safe classroom environment and prepare to use their language skills for everyday tasks that involve logic, rhetoric, science, technology, social justice, love and mercy. 

How do you engage students in thinking compassionately about their own responsibility for justice in the real world?  Please share your comments below. 

Wednesday, March 6, 2013

Local Hispanic Food Markets / Mercados locales

  El Salto has just opened a new Mexican grocery store in Valparaiso.  It's on Lincolnway right next to Domino's pizza and Au Naturel Market.  They carry fresh produce, dry goods, pan dulce sweet breads, meat, fresh tamales, and household goods and toiletries.  They provide excellent service.  The selection of fruits and vegetables is a mix of domestic and imported produce, and all is fresh and ready to eat without needing time to ripen.  



In Hobart / New Chicago / Lake Station, La Rancherita bakery and El Ranchero restaurant are my favorites.  From Old Ridge Road, turn at the rooster statue onto Michigan Street (it's at 3559 Michigan St).  The mural on the wall is pictured above and is a landmark. Their restaurant is busy at lunch time---free chicken-tomato noodle soup comes as an appetizer with the meal.  The pan dulce Mexican sweet bread is 35 cents to 75 cents a piece.  My kids love the watermelon-shaped cookies, and I like what my mom calls elephant ears (different from the fried dough at the county fair) that in Spain was called palmeras.  Next time I am there I'll take a picture of those to share. 



  Tarimoro is a larger Mexican grocery in Lake Station  located at 330 Central Avenue.  The produce is fresh, ripe, ready to eat, and the prices are great.  They have a selection of piñatas for children's birthday parties.  They also sell gift items like the piggy bank pictured below.  



 


Tuesday, January 15, 2013

A Tale of Two Villages





“A Tale of Two Villages” (Frontline)
Ser /v/ Estar  y los interrogativos
Español 203 / 204
Profesora Degner Riveros

Durante la clase:  (miraremos el principio de la película sin sonido)
1.       ¿Cómo son las montañas que se ven al principio de la película?
2.       ¿Cómo es el pueblo que se ve en la introducción?
3.       ¿De qué colores son los vestidos y la ropa de las mujeres?

Tarea:
En casa, mira la película de Frontline en YouTube, “A Tale of Two Villages”
http://www.pbs.org/frontlineworld/rough/2009/07/guatemala_a_tal.html
(Tienes que hacer “clic” en el enlace que dice “WATCH VIDEO.”

La introducción

A) Debes pausar la película después del primer minuto

¿1.   ¿Qué tiempo hace?   (Marca todas las respuestas que son lógicas)   

  Hace calor         Hace frío       Hace sol     Hace fresco   Está nevando       
  Está despejado             Está lloviendo        Está nublado

¿2.   Dónde están las familias guatemaltecas?  

33.   ¿Qué están haciendo?

44.   ¿Por qué están allí?


B)  Puedes continuar mirando la película.  Las preguntas siguen en orden cronológico.

1.  ¿Quién es William Toj?
2.  ¿De dónde es William?
3.  ¿De dónde viene ahora?
4.  ¿Cuál es su trabajo?  (¿De qué está trabajando?)
5.  ¿Dónde está la casa de William y su familia?
6.  ¿Cómo es la esposa de William?  ¿Y cómo está ella?
7.  ¿Cuántos años tenía William cuando vino a los Estados Unidos?
8.  ¿Cuántos hijos tienen William y su esposa?

 La redada
¿1.  ¿Qué es una redada? 

¿2.  Cuándo fue la redada en Postville?  (la fecha)

¿3.  ¿Qué es Agriprocessors?  

  4.  ¿Cuántas personas fueron detenidos durante la redada?
¿
¿5.  ¿Cuál fue el castigo para los hombres?  ¿Cuáles fueron las consecuencias para las mujeres?

16.   ¿Por qué tienen que llevar las bandas electrónicas las mujeres guatemaltecas?

17.   ¿Qué porcentaje de la población del pueblo desapareció en la redada?

18.   ¿Dónde está el pueblo de Postville?

19.   ¿Cuánto dinero pagaba Agriprocessors por hora a sus empleados?

Breve ensayo:
Elije una pregunta de las opciones que siguen para escribir una comparación para el viernes.  (Debes escribir tu respuesta a máquina, con acentos, doble espacio).  Es importante incluir una frase de introducción, unos ejemplos específicos de la película, y una conclusión.  La breve comparación debe ser de 150 palabras mínimo.

Escribe UNA de estas comparaciones:

        1.  ¿Cómo era Postville antes de la redada?  ¿Cómo es Postville ahora? 


     2.    Compara la vida actual en el pueblo de Postville ahora con la vida en los pueblos guatemaltecos de Rosario y San José Calderas?
 
    3.   ¿Cómo era la vida de William Toj y su familia antes de su viaje a los EE. UU.?  ¿Cómo es la vida de la familia Toj ahora?

  
      

Rev. David Vásquez, a consultant on this film, is preaching on Sunday at the Chapel of the Resurrection as     part of the Martin Luther King, Jr. celebration.  The service is this Sunday at 10 AM.  All are welcome.





Thursday, December 13, 2012

Writing Children's Books in Spanish in StoryBird

StoryBird offers free accounts for educators and has a selection of pre-fab art for writing children's illustrated storybooks that can be read online, downloaded to print, or sent to press and made into a hardcover book.



My students wrote 8 page stories in Spanish 203 this semester.  The creativity of writing a narrative to accompany the art available to them in StoryBird got them out of the rut of writing the same four ideas (description of my mom, my favorite sport, etc.).  We were learning the present subjunctive at the time, so students used the subjunctive in context (a minimum of 8 times) in their story. 

They drafted stories directly in the program.  I gave them 4 days to get them written.  We went over some in class, and students paid attention and acted interested when we went over some of the stories and tweaked the grammar.  After looking at about 10 stories in class one day, I asked students to print out a Word document of their story so I could write on those and edit them for everyone.  I think two drafts were very necessary.  If we wanted perfect grammar, we would have needed a third draft---there were still some errors in the final draft for quite a few students.







Students needed to be able to include accent marks in their compositions.  I sent them to instructions on the Language Resource Center website for setting up the computer to do accents outside of Word.

http://www.valpo.edu/foreignlanguages/assets/docs/lrc_accentguide_2010.pdf


Grading the first draft was occasionally confusing because I had the text but not the image from StoryBird.  Some students were not brave enough to have me go over their first draft story in class on the projector, so the Word document draft was a way to get feedback to everyone. 

In addition to bringing grammar into context, this assignment stretched students to learn new vocabulary.  They looked up words for the stories since the pictures led them in new directions. Occasionally this led to dictionary overuse and some errors in word selection. 

Here is a Wiki about using Storybird in the language classroom, with example stories in several languages.
http://mfl-storybirds.wikispaces.com/Spanish+Storybirds

Unfortunately, StoryBird does not allow the publication of stories in languages other than English, so I can't show you the sample stories from my class until I get them posted to the Wiki.

If you use StoryBird, comment and share some ideas about how it worked for you!